This study analyzed instructional achievement and intrinsic motivation among 21st century secondary students utilizing a video lecture incorporating both student reaction cutaway images and immediate content interaction within the lecture. Respondents (n = 155) were from multiple classes and grade levels at a suburban Texas high school. Four groups of students viewed the identical lecture with differing video and content interaction treatments. Students responded to a pretest/posttest survey to assess academic achievement in addition to an intrinsic motivation instrument to assess student interest. Group one (the control group) viewed the 12 minute lecture without enhancement. A second group viewed the identical lecture with student reaction shots inserted in the video. Another group viewed the lecture with content question intervention inserted into the video. The final group saw the lecture with the student reaction shots and content question intervention combined in the video. A repeated measures multivariate analysis of variance (MANOVA) was used to compare results from a 14 item pretest/posttest. Combined, the groups showed no significance (p = .069) indicating no associations were identified by the experiment. Although no association was identified, this may be a reflection of the generic nature of the video lecture and the lack of association with the experiment and actual classroom content within their courses. Students also completed the Intrinsic Motivation Instrument which was analyzed using a MANOVA. Although no significant findings were present in either group viewing the student reaction or the content question interaction treatments individually, the group viewing the combined treatment showed significance in three scales: Interest/Enjoyment (p = .007), Perceived Competence (p = .027) and Effort/Importance (p = .035) Recommendations for refinement of the current experiment as well as future studies are provided.

Knowledge transferred during meetings is often ephemeral in nature and thus must be captured if it is to be retained. Ideally, a capture solution should be able to 1) accommodate any number of screens without sacrificing image quality and 2) allow dynamic access to a complete media capture while the capture is taking place. Both students and employees can benefit from the information captured during the lectures and meetings for enhanced discussion and afterward for knowledge retention. Current systems do not support multiple screen capture well, and no system supports dynamic access to the active meeting capture during the meeting. We built a central display server that manages communication to all participants and presenter, manages what is shown on each display, captures all media sent to it and allows playback of that capture on the fly. Static media (images, video, and audio) can be referenced, along with dynamic media (desktop sharing), by any participant's notes in order to initiate and direct playback of the meeting capture – in other words, rewind the presentation. We validated the functionality of our tool by simulating a three screen class lecture where each student performed tasks requiring them to access the capture both during and after the meeting. With basic training, all participants successfully engaged in the rewind interaction and review process.

Large classes that allow smaller amounts of instructor-student interaction have become more common in today's colleges. The best way to provide needed opportunities for students to overcome this lack of interaction with instructors remains unidentified. This research evaluated the use of video lecture capture (VLC) as a supplemental method for teacher-student interaction and what, if any, impact it and attendance have on student performance in large lecture courses. This ex post facto study conducted at a Northeastern research university utilized cognitive and andragogical frameworks to examine the relationships between the independent variables frequency of video viewing, quantity of videos viewed, and course attendance, as well as their impact on course performance in a large lecture course (N=329). Data sources included archival data from the learning management system and student survey responses. Analysis included a series of two-way ANOVA tests. The results indicated that the frequency of video viewing was found to have a significant positive effect on course performance (F = 3.018, p = .030). The number of VLC videos not viewed was also found to have a significant negative effect on course performance (F = 1.875, p = 0.016). Other independent variables were not found to have any significant main effect or interaction effect with the dependent variable, course performance. Findings from this research may be used by educators, students, and administrators planning course sizes and availability to better understand the relationship between these variables and how VLC can be used effectively in large lecture classes thus leading to improved efficacy in VLC use.

This study investigates the integration of lecture recordings to support flexible learning and responsive pedagogical approaches in an undergraduate LLB degree presented in a dual mode (face-to-face and online) by the University of the Free State’s Faculty of Law. In this faculty, lecture recording is observed by compulsory integration in all classes; the only options pertain to three basic software tools. According to literature, integrating lecture recording can bring about flexibility in student learning, and flexibility can have both positive and negative implications for student learning. This study uses Puentedura’s (2006) SAMR (Substitution, Augmentation, Modification and Redefinition) model as a theoretical lens to analyse different levels or types of integration of lecture recording by students and lecturers. The SAMR categories assisted the study to identify whether Substitution, Augmentation, Modification or Redefinition were present when students and lecturers integrated lecture recording in teaching and learning. The study implements a mixed-method research approach that included student and lecturer surveys, lecturer interviews, and telephonic interviews and focus group discussions with students. Findings indicate that students’ overall experience of lecture recording was that it enhanced their learning and gave them flexibility regarding how, where, when they could learn. Some lecturers claimed that lecture recording enhances their teaching methodology, and that it can have an impact on their students’ learning. Lecturers agreed that lecture recording can be applied and integrated to transform the way they teach. Lecturers also indicated that lecture recording, in the form of audio recordings of lectures, in some instances caused students to hold lecturers accountable, not always fairly, for their utterances in class. Both staff and students indicated that they had concerns about class attendance when lecture recording was used, regardless of whether lectures were recorded when presented online or face-to-face. The study found that campus-based and online students integrated lecture recordings as part of their learning experiences in a variety of ways. The majority of campus-based students reported using lecture recordings to augment their learning experiences, especially in relation to how and whether they attended faceto-face lectures. Modification strategies for online students included making use of lecture recordings as a substitute for their presence at face-to-face lectures. Some online students reported that engaging with lecture recordings made them feel part of the course and its community of students. Lecturers’ specific approaches to teaching play a considerable role in the way they experience lecture recording and the way they integrate it in their courses. In addition to survey findings, the study also presents lecturer views, to illustrate some of these variations and interplays. While some lecturers reported that using lecture recordings has completely transformed the way they teach, others admitted that if they had a choice, they would not use lecture recordings in their teaching. The study offers a contextual account of lecture recording integration and contributes to global debates around lecture recording. Student and lecturer experiences with lecture recording, as observed through various SAMR levels of integration, depend on the type of lecture recording tool and software used, beliefs relating to the purpose of a lecture, regardless of its mode of delivery, and the reason for recording it in the first place. The study contributes to a local understanding of lecture recording integration and stimulates new dialogue that could guide future integration of lecture recording technologies, locally and internationally.

This research achieves two main goals: First it proposes a set of extensions to the existing Opencast Matterhorn lecture video capture system, which should enhance its effectiveness and enable the collection of fine-grained datasets for further research. These extensions allow users to quickly and easily create, find, tag, annotate, and share `clipshows' of their video recorded classes both publicly and privately. Second, the tracking data generated when users create or view the clipshows using these extensions are used to analyze the efficacy of the system.

Making video recordings of large classroom lectures and putting them online is increasingly common in distance and blended learning courses. However, the best way to use lecture video is not well understood. Using long streams of one-way communication is not consistent with best practices in online learning. During lectures, students assume a largely passive role. They think faster than instructors speak, so boredom and daydreaming are common. Yet, when complex or novel ideas are presented, students may have inadequate time to encode, organize, and integrate the input with prior experience. Especially for students with low prior knowledge of the subject being discussed, the lecture is a cognitive and affective roller coaster ride that works at cross purposes with learning. Viewing a lecture that was recorded at an earlier time adds the element of temporal distance from the learning event, and changes the student’s role from participant to spectator. The present study investigated whether learning could be increased and perceptions of difficulty reduced when a captured lecture received a “makeover” before being put online. The makeover consisted of 1) editing the lecture video in accordance with the cognitive theory of multimedia learning; 2) processing the video using best practices for audio/video production; and 3) increasing the video playback speed. The research design for the study was quasiexperimental. The independent variable was captured lecture form (edited or unedited). The dependent variables were learning results for recognition and recall, and perceptions of difficulty. Data analysis employed independent-samples t-tests, multivariate analysis of variance (MANOVA), and repeated-measures MANOVA. Conclusions were that the editing protocol made no significant difference in learning gains for recognition or recall, and did not significantly affect perceptions of difficulty. However, editing did result in a 39% reduction in the length of the lecture, raising the possibility that such a makeover might allow for faster learning when lecture video is used.